Occupational therapists, working with individuals with autism spectrum disorder throughout all stages of life, use technology as a means to accomplish a wide variety of meaningful and functional activities. This includes the use of technology as a communication device, as an assistive device, as an adaptation and modification for motor skills difficulties, for academic and work skill acquisition, to teach and assist in organizational skills, and in pursuit of leisure activities. Technology is additionally used in context of behavioral interventions, as a reinforcement activity, as a visual model, as a prompt, and as a tool for promoting desired behaviors. Technology offers the ability to use a combination of universally designed and independently focused tools to remove barriers to independence and to improve participation in activities related to the domains of daily living. Occupational therapy is a diverse profession, likely due to the fact that it was historically founded by a group of individuals who worked in diverse professional backgrounds. Occupational therapy is a practice that focuses on an individual’s ability to participate in or perform skills and tasks related to daily living, work, and play/leisure. Typically, an occupational therapist works with individuals who have physical, mental, or developmental issues that are impacting their ability to perform skills and to achieve independence. Occupational therapy interventions are centered on individuals and the activities that they perform as a part of their daily life. The occupational therapist analyzes tasks and task demands and then adapts the task, tools, or environment in order to allow individuals to achieve successful participation in and performance of those tasks. Those tasks that are meaningful to the individual are considered their daily “occupations.”

When working with individuals with autism spectrum disorder throughout their life span, occupational therapists address core deficit areas and differences. Using physical and psychosocial theoretical approaches, occupational therapists are involved in analyzing activities requiring an individual to integrate or use motor skills, sensory motor skills, cognition, communication, social skills, behavior, and daily living or functional skills.

What is meaningful and functional for one individual may not be for another. Meaning and function varies with personality differences and circumstances and is also affected by life span, social and cultural differences, gender differences, and other factors. Determining that an activity has meaning and is functional to the individual is the core of the occupational therapy treatment approach.

Today’s educational and therapeutic models in occupational therapy embrace diversity. Individuals have different physical needs, characteristics, backgrounds, cultures, personalities, emotional needs, cognitive abilities, experiences, learning styles, interests, social skills, physical abilities, family and social supports, and medical histories. Thus, a “one-size approach” does not fit all individuals, including those on the autism spectrum (Gregory and Chapman 2013). This model is known, in education, as differentiated instruction. Differentiated instruction is a teaching theory that is based on the idea that teaching has to vary and adapt to diverse learners, which requires flexibility in teaching, and encourages educators to modify programs or curriculum to meet individual needs, rather than modifying individuals to meet the program or curriculum. The purpose of this approach is to maximize individual success.

The three elements of differentiated instruction are applicable, not only in the educational setting, but also in therapy and home settings as they apply to activities of daily living. Information and materials presented to the individual should be accessible to them and aligned to their goals for therapy, education, and life. The process of implementing any new learning in all environments must be flexible and managed well by the therapist or by the person helping with the learning process. The challenge of whatever is being learned must be set at the right level in order to promote learning. If the task or information is already mastered or too difficult, then the challenge is not correctly matched. Continually reassessing what the individual has learned is important as this guides the process and growth that occurs. When determining what is considered a successful intervention, it is important for occupational therapists to engage and motivate individuals and involve choice-making (Gregory and Chapman 2013).